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Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)



First Advisor

Dennis P. Brennan

First Committee Member

Deann Christianson

Second Committee Member

Susan W. Eskridge

Third Committee Member

Walter D. Olsen, Jr.

Fourth Committee Member

Rita M. King


The purpose of this study was to identify the strategies necessary and the problems encountered in integrating technology into the educational environment on a large scale basis. Using the methods of qualitative research, specifically an adaptation of educational criticism, the study described and analyzed the first four years of implementation of the Sacramento Model Technology Schools (MTS). Data used in this study came from historical documents, the memories of the Project Director, and the information gathered in guided interviews with 33 representatives of the key stakeholders in the project. The Sacramento MTS, one of six projects funded by the State of California at $500,000 per year for five years to study the integration of technology into schools on a systems level, was used for this study. The Sacramento project called for school-wide computer and video networks with a variety of technologies available to students, staff, and the community in a variety of configurations. Hoping to weave communication and critical thinking skills throughout the curriculum, the project staff planned to disseminate technology-enriched curriculum units in the latter years of the project. The major components of the implementation process included planning and leadership, facility retrofitting and hardware installation, staff development, curriculum development, and research and evaluation. The findings in this study focused on (1) the need for strong leadership at all levels, (2) the negative effects of staff turnover, (3) the need for clear and effective communication with in-district participants as well as those outside, (4) the need for flexibility in project plans as well as facilities, (5) the use of a wide variety of staff development strategies in response to school culture and staff needs, (6) the provision of adequate time, (7) the need for planning beyond the project years, (8) the difficulties encountered in doing research in a changing environment, and (9) the personal growth achieved by many participants. Based on the findings, the study offered several implications for similar projects and concluded by sharing some suggestions for future study.



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